K = What do you know? Use ICT-based maths games with upper primary students (e.g. Mathletics) and have some simple matching games and competition-type games for basic arithmetic I have a small amount of experience using games to learn new skills. I want to know how to use gamification to motivate learning of theory
W = What do you want to learn? Can games be used to effectively reach student with learning difficulties or to help manager behavioural issues? Is there particular features/characteristics of effective games for learning? I want to learn the tools to help me design and use more games in my classes Can games be used for all/most/some/few mathematical concepts? How can I determine what games are good and useful?
L = What have you learned? (we'll do this last one later)
I have learned that there is four key issues to gaming for learning and that the design of games requires a lot of work - to make it purposeful and effective.
Reflection
The development and use of games for learning needs a lot of planning and careful thought. The research introduced in this level makes me think that it needs a lot of structure and maybe more time than I have available at the moment to develop my own games for my classes. I'm also wondering if the way I've been using games is really that effective - students seem to have fun, but now I'm seeing that it is more revision than "learning" - I would like to see how games can be used for the learning of maths.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Learning Outcomes
Year 6: Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)
complete number sentences involving addition and subtraction by calculating missing numbers, eg find the missing numbers: ◻+55=83, ◻−15=19
use inverse operations to complete number sentences (Problem Solving)
Matching challenge game - give equations and provide missing numbers on cards, challenge to solve cards most quickly. Or challenge kids to come up with the "most challenging" number sentence. Could ask parents to come in and have a student v parent competition.
These ideas are more about revision though, rather than teaching the concept.
Year 5: fractions and equivalent decimals
Create a short stop-motion showing different equivalences. Games... maybe a bingo style game - students choose several decimals, use cubes of two colours pulled from a hat to give the fraction (colour A over colour B).
Problem solving game using fruit/bread.
Design a simple cooperative card game like Hanabi
Does the game teach the required skills or is it just a game?
In the above (except the problem-solving game), the required skills are the focus of the task, but it is more about the repetition/reinforcement than learning a new skill.
Problem-solving game might be a good way to introduce the concept of fractions - maybe sharing the bread with the class etc, not so much link to equivalent decimals.
Observe and reflect After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Games need to be kept simple - too many rules would make it unworkable in a primary classroom and possibly make it more difficult for students to learn from. In a lot of my eurogames/boardgames, a rules card is given that outlines how the game works in a very simple (often visual/pictorial) way and lists the "win conditions". This would help keep student behaviour/arguments under control.
Maybe encourage students to develop the games - based on what they like...
Level 3
Premiers Reading Challenge Reflection
Aligns to the literature present - clear rules, student choice, range of levels, awards, but I see the kids at school who participate in the challenge, and will generally just tick the boxes because they want the award. Many of these kids read extensively books of their own choosing so not sure how effective it is at promoting a love of reading.
Zombie Learning Reflection
This was very cool - what a brilliant idea. It clearly required a lot of time and development. Not sure how possible this is for most teachers - if something similar was available in my subject areas I would probably use it though.
You Try/ A final reflection
I have learned that for a game to be motivational/fun for students it should utilise 3 out of 4 of the "Key to Fun" (Lazzario), and that I can evaluate a game based on the interplay between dynamics, mechanics and components to determine if it would be a good fit for the classroom. I also learned that I need to build reflection into the use of games in my classroom to ensure that they are having the intended consequence (supporting learning). I found it very interesting to see gaming being used to teach, as opposed to an add on/support, and want to explore what resources exist for maths - I am particularly interested in exploring the problem-solving/PBL games available for primary mathematics.
Game thinking template:
Lesson outcomes
MA2-1WM
MA2-2WM
MA2-3WM
MA2-6NA
Description of the Audience (Age, likes and dislikes, motivations etc)
Year 4, ages 9-10 years, cartoons, Zac’s books, marvel (superman), sports – especially basketball, cars, motorbikes, sketching/drawing
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
To be played as an add-on/support
Game Elements (Game Dynamics, Game Mechanics and Game Components)
Game is set up as a competition between two basketball teams. Students play against one another (i.e. one student controls each team) to complete times tables challenges that get progressively more difficult. If they answer correctly, they “score” – aim is to be winning team.
Students get instant feedback on their mathematical answers.
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Hard fun – challenges (times tables questions), badges – students receive trophy for winning
Serious fun – trophy, move up leader board, cement times table knowledge/strategies
Easy fun – curiosity (which questions can they answer/what will be asked, how will their opponent fare)
People fun – playing against a class mate, moving up the leader board.
Level 1
KWL (Levels 1 and 3)
K = What do you know?
Use ICT-based maths games with upper primary students (e.g. Mathletics) and have some simple matching games and competition-type games for basic arithmetic
I have a small amount of experience using games to learn new skills.
I want to know how to use gamification to motivate learning of theory
W = What do you want to learn?
Can games be used to effectively reach student with learning difficulties or to help manager behavioural issues?
Is there particular features/characteristics of effective games for learning? I want to learn the tools to help me design and use more games in my classes
Can games be used for all/most/some/few mathematical concepts? How can I determine what games are good and useful?
L = What have you learned? (we'll do this last one later)
I have learned that there is four key issues to gaming for learning and that the design of games requires a lot of work - to make it purposeful and effective.
Reflection
The development and use of games for learning needs a lot of planning and careful thought. The research introduced in this level makes me think that it needs a lot of structure and maybe more time than I have available at the moment to develop my own games for my classes. I'm also wondering if the way I've been using games is really that effective - students seem to have fun, but now I'm seeing that it is more revision than "learning" - I would like to see how games can be used for the learning of maths.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Learning Outcomes
Year 6: Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)
Matching challenge game - give equations and provide missing numbers on cards, challenge to solve cards most quickly. Or challenge kids to come up with the "most challenging" number sentence. Could ask parents to come in and have a student v parent competition.
These ideas are more about revision though, rather than teaching the concept.
Year 5: fractions and equivalent decimals
Create a short stop-motion showing different equivalences. Games... maybe a bingo style game - students choose several decimals, use cubes of two colours pulled from a hat to give the fraction (colour A over colour B).
Problem solving game using fruit/bread.
Design a simple cooperative card game like Hanabi
Does the game teach the required skills or is it just a game?
In the above (except the problem-solving game), the required skills are the focus of the task, but it is more about the repetition/reinforcement than learning a new skill.
Problem-solving game might be a good way to introduce the concept of fractions - maybe sharing the bread with the class etc, not so much link to equivalent decimals.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Games need to be kept simple - too many rules would make it unworkable in a primary classroom and possibly make it more difficult for students to learn from. In a lot of my eurogames/boardgames, a rules card is given that outlines how the game works in a very simple (often visual/pictorial) way and lists the "win conditions". This would help keep student behaviour/arguments under control.
Maybe encourage students to develop the games - based on what they like...
Level 3
Premiers Reading Challenge Reflection
Aligns to the literature present - clear rules, student choice, range of levels, awards, but I see the kids at school who participate in the challenge, and will generally just tick the boxes because they want the award. Many of these kids read extensively books of their own choosing so not sure how effective it is at promoting a love of reading.Zombie Learning Reflection
This was very cool - what a brilliant idea. It clearly required a lot of time and development. Not sure how possible this is for most teachers - if something similar was available in my subject areas I would probably use it though.You Try/ A final reflection
I have learned that for a game to be motivational/fun for students it should utilise 3 out of 4 of the "Key to Fun" (Lazzario), and that I can evaluate a game based on the interplay between dynamics, mechanics and components to determine if it would be a good fit for the classroom. I also learned that I need to build reflection into the use of games in my classroom to ensure that they are having the intended consequence (supporting learning). I found it very interesting to see gaming being used to teach, as opposed to an add on/support, and want to explore what resources exist for maths - I am particularly interested in exploring the problem-solving/PBL games available for primary mathematics.Game thinking template:
Lesson outcomes
MA2-1WM
MA2-2WM
MA2-3WM
MA2-6NA
Description of the Audience (Age, likes and dislikes, motivations etc)
Year 4, ages 9-10 years, cartoons, Zac’s books, marvel (superman), sports – especially basketball, cars, motorbikes, sketching/drawing
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
To be played as an add-on/support
Game Elements (Game Dynamics, Game Mechanics and Game Components)
Game is set up as a competition between two basketball teams. Students play against one another (i.e. one student controls each team) to complete times tables challenges that get progressively more difficult. If they answer correctly, they “score” – aim is to be winning team.
Students get instant feedback on their mathematical answers.
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)